Language Gamification in Esl Classroom: Teaching Perspective

Mohandas, Eliyas S.; Hussin, Anealka Aziz; Ahmad, Tuan Sarifah Aini Syed

doi:10.46827/ejoe.v5i2.3445

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…It is mentioned that modern pedagogical paradigms and trends in education, reinforced by technology, require implementing new approaches and techniques within active learning, thus allowing students to use specific mechanics, aesthetics, and game-based thoughts. To engage people, motivate action, promote education and solve problems (Mohandas et al 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Gamification strategies and speaking fluency in EFL elementary students

Marin-Pacurucu

Argudo-Garzón

2022

RACJI

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Students in public schools from Ecuador have problems regarding speaking fluency due to the poor development of EFL teaching strategies and motivation issues. Students need constant teacher input, which provokes demotivation and low academic results. Gamification based on connectivism, constructivism, PPP methods, and communicative focus was used to solve and correct class deficiencies. In this context, this article has as objective to analyze the effect of gamification strategies in improving speaking fluency in EFL elementary school students from "Benjamin Sarmiento" School. The methodology used was based on mixed methods following an explanatory sequential design. A pretest and a posttest were created to measure starting points and development. The final result was the creation of a proposal integrating gamification tools into their learning that help them improve class motivation, their speaking fluency, and their acquisition of a new language.

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Section: Literature Reviewmentioning

confidence: 99%

Gamification strategies and speaking fluency in EFL elementary students

Marin-Pacurucu

Argudo-Garzón

2022

RACJI

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Game-Based Learning in Higher Education: The Pedagogical Effect of Genially Games in English as a Foreign Language Instruction

Cabrera-Solano¹

2022

INT J EDUC METHODOL

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<p style="text-align: justify;">This study aimed to analyze the effect of game-based learning (GBL) through the use of Genially in English as a foreign language (EFL) online instruction. The participants were 61 EFL undergraduate students, who were distributed into an experimental group (32 students), and a control group (29 students). Their ages ranged from 22 to 56 years old, and their English proficiency level was B1, according to the Common European Framework of References (CEFR). The students were enrolled in two pre-intermediate courses that are part of an EFL Teaching program at a private university in southern Ecuador. The courses were delivered in an online remote learning environment due to the COVID-19 pandemic. The study followed a quasi-experimental approach and it took place over a sixteen-week period. The instruments included a diagnostic survey, a pre-test, a post-test, a students’ perceptions survey, and a semi-structured interview. The main findings revealed that Genially games have the potential to enhance EFL learners’ academic performance in online instruction, particularly in aspects related to students’ knowledge of grammar and vocabulary in context. Besides, it was found that according to students’ perceptions, the implementation of games based on their real learning needs increases their motivation, especially when feedback is effectively provided. </p>

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Instructional Design Process of a Gamified EFL Learning to Improve Autonomy

Güzel

2024

Advances in Educational Technologies and Instructional Design

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Gamification is an appealing technique in language learning contexts. The number of studies on the effect of gamification continues to increase. Gamifying an instructional setting requires a careful design process and balanced integration. Designing an instruction that would involve modifications and additions to an existing structure requires various crucial steps. Thus, this study aimed to develop innovative gamified modules to be used and recycled by English teachers to improve learner autonomy in the English as a foreign language (EFL) context. To achieve this, a series of instructional design (ID) procedures was used, including preliminary investigation, meetings with administration and teachers, gamification training, needs analysis, product design, development, piloting, and periodic formative evaluation sessions. As a result, a gamified package consisting of seven online modules to complement EFL instruction was created. The ID process can serve as a practical guide to practitioners and researchers who wish to conduct similar processes in the EFL context.

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Language Gamification in Esl Classroom: Teaching Perspective

Cited by 3 publications

References 2 publications

Gamification strategies and speaking fluency in EFL elementary students

Gamification strategies and speaking fluency in EFL elementary students

Game-Based Learning in Higher Education: The Pedagogical Effect of Genially Games in English as a Foreign Language Instruction

Instructional Design Process of a Gamified EFL Learning to Improve Autonomy

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